THE PERCEIVED IMPACTS OF THE TEACHERS’ LEADERSHIP STYLE ON THE STUDENTS’ MOTIVATION OF GRADE 12 ACCOUNTANCY, BUSINESS, AND MANAGEMENT

Abstract

This study investigates the impact of teachers' leadership styles on the motivation of Grade 12 Accountancy, Business, and Management (ABM) students at Immaculada Concepcion College (ICC). The research examines how different leadership approaches—whether authoritative, democratic, or laissez-faire—affect students' drive, engagement, and academic performance. By exploring the relationship between teacher leadership and student motivation, the study aims to provide valuable insights for improving teaching practices and fostering a more motivating learning environment for students. The goal is to understand how leadership styles can positively influence student motivation, contributing to their overall academic success. A descriptive survey was conducted with 165 Grade 12 Accountancy, Business, and Management (ABM) students from Immaculada Concepcion College (ICC), selected through simple random sampling. This method ensured that each student had an equal chance of being chosen, allowing for an unbiased representation of the student body. The survey aimed to gather insights into how different leadership styles employed by teachers influence students' motivation levels. The data collected was then analyzed to determine the impact of these leadership styles on the academic drive and engagement of the students. The results of the study revealed that students at Immaculada Concepcion College (ICC) viewed all four leadership styles (instructional, democratic, transformational, and laissez-faire) positively. Among these, transformational leadership received the highest overall weighted mean score of 3.47. Additionally, the study highlighted that students placed the highest importance on collaboration for effective class discussions, with the highest rating of 3.49. This finding underscores the significance of collaborative approaches in fostering meaningful educational outcomes, suggesting that promoting teamwork and communication within the classroom can enhance students' engagement and motivation. The data and insights presented emphasized the critical role of collaboration in boosting students' motivation levels during class discussions. It was found that the leadership style of a teacher significantly impacted student performance, particularly in terms of motivation. Specifically, a teacher's approach to leadership—whether transformational, democratic, instructional, or laissez-faire—shaped how students engaged with the material and participated in discussions. The study suggests that fostering a collaborative environment through effective leadership can have a positive influence on student motivation and overall academic performance.